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Shewhart Cycle FACT... The Shewhart Cycle is the foundation for all quality and Continuous improvement processes that we use today Plan Do Check Act Continuous Improvement

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Points of Discussion Similarities between the Shewhart Cycle and Institutional Effectiveness Overview of Institutional Effectiveness at UNA Review of Outcomes and Improvement Processes Review of Assessment Questions

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More on the Shewhart Cycle Plan – Create a strategy as to what you want to do and how you will measure success Do – Follow the plan and do what you say you will do Check – Assess the effectiveness of the current plan by looking at the success outcomes measures Act – Make changes to the strategies to improve the measured outcomes Repeat the Cycle!

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Why is the Shewhart Cycle Important? If you cant measure something, you cant understand it… If you cant understand it, you cant control it… If you cant control it, you cant improve it… If you cant improve it…then why the heck are you doing it?

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So, What is Institutional Effectiveness? A sharpened statement of institutional mission and objectives Identification of intended departmental/programmatic outcomes or results (Plan) Establishment of effective means of assessing the accomplishments outcomes and results (Do, Act, Check) FACT... Institutional Effectiveness is primarily undertaken to improve what we do…not just to pass accreditation.

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Key Points to Core Requirement 2.5 Emphasizes an expectation that the institution is the primary focal point for compliance Sets expectations for the description of planning and evaluation processes that are active and continuous rather than static or single occurrences. Points to a clear and strong expectation for documentation of the systematic review of institutional mission, goals and accomplishments consistent with its mission Sets expectations for the documented use of results of institutional planning and evaluation to achieve institutional improvements

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Shewhart and SACS, Cont. Micro IE Comprehensive Standard 3.3.1: The institution identifies expected outcomes for its education programs … and its administrative and educational support services; assesses whether it achieves those outcomes; and provides evidence of improvement based on analysis of those results. Plan Check Do and Act

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Key Points to Comprehensive Standard 3.3.1 Emphasizes the unit level of individual educational programs and support services The expected achievements of educational programs and support services should be articulated, and evidence presented concerning accomplishments Distinguishes between program outcomes and learning outcomes Sets expectations that improvement is guided by the establishment and evaluation of program and learning outcomes

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Shewhart and SACS, Cont. General Education and IE Comprehensive Standards 3.5.1 The institution identifies college-level competencies within the general education core and provides evidence that graduates have attained those competencies. Plan Do, Check, Act

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Key Points to Comprehensive Standard 3.5.1 General Education should be part of the institutional mission The expected achievements of the General Education program should be articulated, and evidence presented concerning accomplishments Improvement should be guided by the establishment and evaluation of learning outcomes

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Five-Year Program/Department Review Timeline (pending IE Committee Approval) September October November December January February March April May June July August September Last years Depts. that underwent 5- year review submits outcomes of review as AAPAR priority initiatives OIRPA submits Five-Year Enrollment report to academic departments OIRPA conducts assessment workshop for UNA campus OIRPA meets with Deans/VP for overview Deans/VPs meet with departments to discuss review OIRPA meets with departments up for review OIRPA initiates individual departments meetings Five-Year Reviews completed and sent to Dean/VP OIRPA submits overview of Five-Year process to IE Committee

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Annual Action Plan and Assessment Report Timeline (pending IE Committee Approval) September October November December January February March April May June July August September President, VP, and Dean Initiatives Due 1 st part of AAPAR due for current fiscal year w/ one Priority Initiative for next FY Next FY Priority Initiatives by Deans Next FY Priority Initiatives by VPs SPBS reviews Next FY Priority Initiatives 2 nd Part of AAPAR completed by depts. OIRPA submits AAPAR overview to IE Committee Budget initiatives based on Priority Initiatives are established

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Outcomes Operational Outcomes - measures of how well the institution/division/department is meeting/exceeding requirements Learning Outcomes - statements of the knowledge, skills, and abilities the individual student possesses and can demonstrate upon completion of a learning experience or sequence of learning experiences (e.g., course, program, degree).

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Problems with Outcomes Outcomes are too broad Outcomes do not address core requirements/competencies or mission Outcomes are not measurable

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Types of Measurement Discrete or Attributes data Binary data with only two values Continuous or Variable data Information that can be measured on a continuum or scale Yes/No Good Bad On/Off Male/Female Pass/Fail Height/Weight Temperature Test Scores Time Distance